{"_buckets": {"deposit": "e11930ce-e793-43c6-b980-451c6031f7ed"}, "_deposit": {"created_by": 5, "id": "20", "owners": [5], "pid": {"revision_id": 0, "type": "depid", "value": "20"}, "status": "published"}, "_oai": {"id": "oai:fnc.repo.nii.ac.jp:00000020", "sets": ["8"]}, "author_link": ["93", "94", "95", "96", "97", "98", "99", "100", "101", "102", "103", "104", "105", "106", "107", "108", "109", "110", "111", "112"], "item_10002_biblio_info_7": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2020-02", "bibliographicIssueDateType": "Issued"}, "bibliographicIssueNumber": "1", "bibliographicPageEnd": "28", "bibliographicPageStart": "19", "bibliographicVolumeNumber": "3", "bibliographic_titles": [{"bibliographic_title": "看護と口腔医療"}, {"bibliographic_title": "Journal of Nursing and Oral Health Care", "bibliographic_titleLang": "en"}]}]}, "item_10002_description_5": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "本研究の目的は、模擬実習型シミュレーションの学習効果を認識している学生が、模擬患者への看護実践の演習で得た学びと課題について整理し、今後の教育的示唆を得ることである。対象は、研究同意が得られた87名中、模擬実習型シミュレーションの学習効果に関する6項目の質問項目に対して、すべての項目で効果があると認識した看護学生16名の経験学習ポートフォリオの記述である。各回の授業で作成した経験学習ポートフォリオを基に、模擬患者演習で得た学びと課題について質的帰納的に分析した。模擬患者演習を経験して得た学びは、5カテゴリーに分類された。カテゴリー名は、【伝わらない壁】【知識や準備の不足が招く曖昧な対応】【現実的で統合的な視点を持つ必要性】【初めての経験からくる緊張】【他者として捉えた客観的な気づき】とした。また、次につなげる課題として5つのカテゴリーが見いだされた。各カテゴリーは【意識を自分から患者に移して、患者の反応に応じたコミュニケーションを活用する】【自分の知識をつけることで患者の不安や危険を取り除く】【患者目線で状況を把握する】【具体的な段取りをつける】【自分にはない視点を取り込む】と整理することができた。対象者は、うまくできなかった経験を失敗のまま終わらせずに学びとしていた。さらに、課題を具体的に示すことで学習サイクルを構築している可能性があることが明らかとなった。今後は、継続的に模擬実習型シミュレーションの学習効果を検証するとともに、学習サイクルの効果的な構築についても探っていく必要がある。", "subitem_description_type": "Abstract"}]}, "item_10002_publisher_8": {"attribute_name": "出版者", "attribute_value_mlt": [{"subitem_publisher": "福岡看護大学看護学部 紀要委員会"}]}, "item_10002_relation_12": {"attribute_name": "論文ID（NAID）", "attribute_value_mlt": [{"subitem_relation_type": "isIdenticalTo", "subitem_relation_type_id": 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